Primary and middle schools Books

Book SynopsisThis book is Kath Murdoch''s masterpiece. It is immaculately researched, carefully argued, elegantly written, beautifully produced, and above all, incredibly useful and practical. -Guy Claxton, author of The Future of Teaching In Getting Personal with Inquiry Learning, world-renowned inquiry expert, Kath Murdoch, draws on decades of experience to offer a thorough, practical guide to supporting young learners'' investigations into their passions, interests and questions. Following her best-selling Power of Inquiry, this book invites teachers to take their thinking about inquiry to the next level and to truly honour both their own and their students'' agency.  Getting Personal with Inquiry Learning offers educators a compelling argument for providing young people with opportunities to pursue their interests at school and provides a myriad of practical strategies to make this effective and manageable. Rich with classroom examples, templates to guide planning and accompanied by advice from a range of highly respected educators from around the world, this book beautifully connects theory and practice-achieving depth and accessibility.   Every progressive educator should make it a top priority to read this new book from Kath Murdoch. -Linda Kaser, Networks of Inquiry and Indigenous Education: BC Educators who recognize the value of self-directed, personalized learning have much to gain from this book... and their students will thank them for what they apply from it. -Jay McTighe, co-author of the Understanding by Design series with Grant Wiggins  Kath offers us the tools, frameworks, and resources not just to do inquiry, but to create the kind of classroom and school culture in which inquiry can flourish. -Ron Ritchhart, author of The Power of Making Thinking Visible

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Book SynopsisThe late John A. Van de Walle was a professor emeritus at Virginia Commonwealth University. He was a mathematics education consultant who regularly gave professional development workshops for K8 teachers in the United States and Canada. He visited and taught in elementary school classrooms and worked with teachers to implement student-centered math lessons. He co-authored the Scott Foresman-Addison Wesley Mathematics K6 series and contributed to the Pearson School mathematics program, enVisionMATH. In addition, he wrote numerous chapters and articles for the National Council of Teachers of Mathematics (NCTM) books and journals and was very active in NCTM, including serving on the Board of Directors, as the chair of the Educational Materials Committee, and as a frequent speaker at national and regional meetings. LouAnn H. Lovin is a professor of mathematics education at James Madison University (Virginia). She co-authored Table of Contents Part 1: Establishing a Student-Centered Environment 1 Setting a Vision for Learning High-Quality Mathematics  2 Teaching Mathematics through Problem Solving  3 Creating Assessments for Learning  4 Differentiating Instruction  5 Teaching Culturally and Linguistically Diverse Children  6 Planning, Teaching, and Assessing Children with Exceptionalities  7 Collaborating with Families and Other Stakeholders Part 2: Teaching Student-Centered Mathematics 8 Fraction Concepts and Computation 9 Decimal Concepts and Computation 10 The Number System 11 Ratios and Proportional Relationships 12 Algebraic Thinking: Expressions, Equations, and Functions 13 Developing Geometry Concepts 14 Exploring Measurement Concepts 15 Working with Data and Doing Statistics 16 Investigating Concepts of Probability Appendix A Common Core State Standards: Standards for Mathematical Practice Appendix B Common Core State Standards: Grades 6—8 Critical Content Areas and Overviews Appendix C Mathematics Teaching Practices: NCTM Principles to Actions (2014) Appendix D Activities at a Glance: Volume III Appendix E Guide to Blackline Masters References Index

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Book SynopsisThe late John A. Van de Walle was a professor emeritus at Virginia Commonwealth University. He was a mathematics education consultant who regularly gave professional development workshops for K8 teachers in the United States and Canada. He visited and taught in elementary school classrooms and worked with teachers to implement student centered math lessons. He coauthored the Scott Foresman-Addison Wesley Mathematics K6 series and contributed to the Pearson School mathematics program, enVisionMATH. In addition, he wrote numerous chapters and articles for the National Council of Teachers of Mathematics (NCTM) books and journals and was very active in NCTM, including serving on the Board of Directors, as the chair of the Educational Materials Committee, and as a frequent speaker at national and regional meetings.   LouAnn H. Lovin is a professor of mathematics education at James MTable of Contents Part 1: Establishing a Student-Centered Environment 1. Setting a Vision for Learning High-Quality Mathematics 2. Teaching Mathematics through Problem Solving 3. Creating Assessments for Learning 4. Differentiating Instruction 5. Teaching Culturally and Linguistically Diverse Children 6. Planning, Teaching, and Assessing Children with Exceptionalities 7. Collaborating with Families and Other Stakeholders Part 2: Teaching Student-Centered Mathematics 8. Developing Early Number Concepts and Number Sense 9. Developing Meanings for the Operations 10. Helping Children Develop Fluency with Basic Facts 11. Developing Whole-Number Place-Value Concepts 12. Building Strategies for Whole-Number Computation 13. Promoting Algebraic Reasoning 14. Exploring Early Fraction Concepts 15. Building Measurement Concepts 16. Developing Geometric Reasoning and Concepts 17. Helping Children Use Data Appendix A Common Core State Standards: Standards for Mathematical Practice Appendix B Common Core State Standards: Grades K-2 Critical Content Areas and Overviews Appendix C Mathematics Teaching Practices: NCTM Principles to Action (2014) Appendix D Activities at a Glance: Volume I Appendix E Guide to Blackline Masters References Index

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Book SynopsisThis book will quietly thrill you and deeply connect you with your children. It will give you the feeling I can do this.   - Kim John Payne, bestselling author of Simplicity Parenting  Storytelling is one of the oldest and most essential skills known to humankind, a timeless parenting tool that helps families celebrate life’s joys, navigate its challenges, and raise healthy, well-adjusted kids.Stories help children manage their emotions, empathize with others, and better understand the complex world we live in. More importantly, storytelling cultivates a rich and meaningful bond between storyteller and listener, building intimacy and trust between parent and child.In this delightful book, Silke Rose West and Joseph Sarosy—early childhood educators with thousands of storytelling hours between them—distill the key ingredients of storytelling into a surprisingly simple method that can ma

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Book SynopsisThis practical resource is designed to support children and young people as they develop an understanding of the basic rights that we are all entitled to as humans. Diverse and inclusive, Blob figures have proven themselves to be a valuable way of sparking discussion of difficult topics through the universal means of body language and feelings. Based upon the UN Convention on the Rights of the Child, this book introduces ''Blob Trees'', lines and images with prompt questions and activities to help children to consider concepts such as freedom of movement and speech, safety and equality. It encourages children to think about the ways in which they can apply human rights articles to their own lives, by treating others with kindness, fairness and respect.Key features include: How to use' guides and prompt questions for each topic Simplified and child-friendly versions of all 42 human rights articles Photocopiable and downlTable of ContentsBlob Trees Drawing the Line Children’s Human Rights Articles General Sheets Blob World Sheets Blob Priority Sheets Reflective Images for Human Rights

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Book SynopsisPlaytime is essential for children's wellbeing and provides key opportunities to make friends. Yet for some children, unstructured play can present real challenges.This beautifully illustrated guide is designed to be used alongside: Zedie & Zoola's Playtime Cards a pack of 25 cards containing ideas for fun playground games that draw from Zedie & Zoola's Playful Universe and encourage children with different communication styles to play together. Zedie & Zoola Light Up the Night a colourful storybook, which draws on themes relating to friendships, neurodiversity, participation, and advocacy. The cards and storybook explore the topic of communication differences through engaging characters and games. This accompanying guide offers additional advice for adults to use the cards effectively, with helpful contextual information to assist in making playtimes more accessible for children with coTable of ContentsGuidebook: 1. A Background to Neurodiversity 2. Social Skill Development through Childhood 3. Using the Resource at School 4. A Parent’s Guide to Using the Resource 5. Meet Zedie and Zoola and Friends!

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Book SynopsisPlaytime is essential for children's wellbeing and provides key opportunities to make friends. This pack contains 25 beautifully illustrated cards containing ideas for fun playground games that draw from Zedie & Zoola's Playful Universe. They are designed to be used alongside: Zedie & Zoola Light Up the Night a colourful storybook, which draws on themes relating to friendships, neurodiversity, participation, and advocacy. Zedie & Zoola's Playful Universe an evidence-based guide offering additional advice for adults to use the cards effectively, with helpful contextual information relating to child development, communication differences, and play, to assist in making playtimes more accessible. The cards and storybook explore the topic of communication differences through engaging characters and games, and the accompanying guide offers additional advice for adults to use the cardsTable of ContentsCards: There are 25 cards in total and each card gives children instructions on playing a unique, simple game. The resource features cartoon aliens named Zedie and Zoola and each game draws from an imaginary universe of characters. There are two subsets of games: two-player and multi-player. Each card will include: subset type, title and image, number of players, any props needed, aim of the game, instructions to play, any new terms.

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Book SynopsisThis highly practical resource book is full of realistic and achievable strategies to help teachers to support neurodiverse students in a range of situations that, whilst often seemingly insignificant, can quickly become substantial and disruptive challenges in the mainstream classroom. Written with the busy teacher in mind, chapters are easy to dip in and out of, with jargon-free language and simple explanations which are easy to understand and put into practice. Clear chapters explore a variety of situations and topics to help children engage in their learning and make the classroom a safe and inviting place to be for autistic students. Key features include: Practical and achievable strategies to support autistic students in the mainstream classroom Real-life scenarios to help you find concrete solutions to issues as they arise Memorable mantras and quick quotes to help embed strategies in everyday practice for both sTrade ReviewDebbie Riall is passionate about her work and that passion runs through every word of this excellent book. She offers hard-won common sense from the frontline of the classroom in a clearly structured, easily accessible way. For the busy practitioner juggling the demands of classroom life this book provides hundreds of practical strategies for teaching autistic pupils. Crucially, the book is easily navigated signposting the reader to simple solutions to complex problems. Whether you are new to the world of autism and edging yourself slowly along or experienced and confident in your practice, this book will be your ‘sat-nav’ helping you get there or get there sooner. Dr Martin Hanbury, Executive Headteacher, Chatsworth Multi-Academy Trust This is such a valuable resource for all education staff who support autistic pupils. It's full of information, with loads of ideas for practical ways to support pupils in the classroom. Jodi Roberts, Speech & Language Therapist Table of ContentsForeword Introduction Under the Stone How to Use This Book Section 1: First Ask the Pupil Section 2: Anxiety Section 3: Behaviour Section 4: Communication Section 5: Diagnosis Section 6: Independence Skills Section 7: Relationships Section 8: Routines Section 9: School Life Section 10: Sensory Needs Section 11: Skills for learning Section 12: Social Skills

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Book SynopsisIn this beautifully illustrated storybook, part of the School Start series, children with language needs can explore the story of Bozo the Clown as he tries to make a new friend.School Start Storybooks support language development in reception and Key Stage 1 aged children both in school and at home. Through beautifully illustrated stories, children are invited to explore language, ask questions and recall events in order to aid language development, listening and memory skills. Each book contains a colourful and engaging story designed to appeal to young children, and with language specifically chosen for children with language needs.Key skills that these books support include: Comprehension Expression Vocabulary Memory Sequencing Available either as a set or as individual books, the School Start Storybooks are a vital resource for professionals looking to support language developmeTable of ContentsInstructions Animated voice and expressions Miming and pointing Vocabulary Questions Memory: List and information recall Memory: Sequencing Sharing the story at home Why this book may help your child Bozo the Clown

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Book SynopsisImagine having a year's worth of lesson plans at your fingertipsPHSE and Citizenship in Circle Time is an invaluable resource for teachers and classroom assistants. Covering the PHSE/citizenship national curriculum for key stage 2 this practical companion provides a year's worth of circle time sessions with photocopiable assessment sheets. Based on the extensive teaching experience of Daphne Gutteridge and Viv Smith, the user-friendly lesson plans enable the teacher to confidently tackle areas including: developing self confidence preparing to play an active role as citizens developing a safe, healthy lifestyle respecting the differences between people. Each lesson is linked to the Every Child Matters outcomes and the SEAL initiative (Social and Emotional Aspects of Learning) Opportunities for assessment and follow-up work are clearly built into each lesson and pupils are encouraged to review their own learTrade Review'I am a Year Three teacher and often found it difficult to fit in PSHE/circle time in the busy curriculum. This book made it easy - with at a glance lesson plans that can easily be implemented with little preparation, it is certainly a valuable addition to a KS2 teacher's library.' - Customer review, amazonTable of ContentsIntroduction. The Circle Time Session. Do’s and Don’ts. Recording/Assessment. The Lesson Plans 1. Developing Self Confidence, Self Esteem and Responsibility for Themselves and Others 2. Preparing to Play an Active Role as Citizens 3. Developing a Safe, Healthy Lifestyle 4. Developing Good Relationships and Respecting the Differences Between People

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Book SynopsisBetter than Best Practice offers a new way of thinking about classroom practice, professional development, and improving teaching and learning. This companion book and website together offer a selection of rich and realistic video-based case studies, context and narrative, step-by-step guidance through key issues, and commentary and debate from a range of expert contributors. Carefully chosen video clips from primary school literacy lessons show real teachers in a variety of often knotty situations: classroom conversations that take unexpected turns; grappling with assessment; managing disagreements, to name a few. The book explores the educational potential of classroom talk and, in particular, the promise and problems of dialogic pedagogy. With an emphasis on the complexity and messiness' of teaching, Better than Best Practice considers how to learn from observing and discussing practice in order to develop professional judgment. It ofTable of ContentsList of tables and figures Acknowledgments Transcription conventions Section A – Where We’re Coming From 1. Better than Best Practice 2. Towards Dialogic Pedagogy 3. Setting the Scene: Working Towards Dialogue in a London Primary School Section B – Classroom Episodes Introduction: Practical Suggestions for Engaging with the Episodes 4. Breakthrough to Dialogue? Episode 1. Getting in to Narnia Commentaries David Reedy, Thinking collectively, backed by evidence James Cresswell, Art of Education: Balancing Direction and Dialogue 5. Responding to a Pupil Challenge; Episode 2: ‘I don’t really like that, Miss’ Commentaries Robin Alexander, Triumphs and dilemmas of dialogue Gemma Moss, Writing in the talk Greg Thompson, A Challenge (?) in the Interest of Dialogue Laura Hughes, The impact of dialogic teaching techniques – a teacher’s perspective 6. Importing Popular Culture into the Classroom; Episode 3: ‘So we’re going to have X Factor’ Commentaries Roxy Harris, Writing: Hard Slog, or Engaging and Entertaining? Janet Maybin, ‘Loads of really good words’ Dennis Kwek, Weaving Popular Culture: Towards Knowledge Building Laura Hughes, What did I learn at school today? 7. The Teacher’s Role in Classroom Debates; Episodes 4-5 Debating Football Commentaries Jeff Barrett, Developing Speaking Skills in the Shadow of Written Examinations: A Headteacher's Perspective Lucy Henning, What Role Is There For Organised Debate In A Literacy Lesson? Jayne White, Constraints and opportunities 8. Dialogue, Ability and Pupil Identities; Episode 6: ‘What does fear mean?’ Commentaries Mel Cooke, "‘Tightening the knot?’: fear, poetry and testing" Pie Corbett, "What the discussion of ‘The Owl’ made me wonder" Jennifer A. Vadeboncoeur and Louai Rahal, "On Practice, On Purpose" Glenda Moss, "The Complexity of Dialogic Teaching under the Shadow of Standardized Testing" 9. Discussing Pupil Writing in Whole Class Discussion; Episode 7: ‘I think there’s more to it than that’ 10. Using Empathy to Understand Character; Episode 8: ‘Tell me what you think as Wilbur’ Section C – Where to Go from Here 11. Continuing the Conversation: Parting Thoughts on Dialogic Pedagogy 12. Do It Yourself: Developing Teaching through Group Discussion of Video Recordings of Practice Methodology Appendix: Pedagogically Oriented Linguistic Ethnographic Micro-analysis

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Book SynopsisIntegrating Virtual and Traditional Learning in 6-12 Classrooms introduces a model of layered literacies as a framework for describing and illustrating how students' digital experiences can inform educational methods. Through the lens of layered literacies, educators can envision opportunities to draw upon adolescents' out-of-school interests and activities to meaningfully integrate digital practices within academic contexts. Such an approach facilitates innovative teaching, inspired learning, and successful pedagogy, and it thoughtfully highlights the role of technology within mandated standards-based instruction in public schools. Combining foundational and contemporary theories, supported by data from multiple studies of adolescent learning, and honoring teachers' and students' experiences and resources, this text helps educators reconceptualize the ways students learn through and with digital texts and negotiate the connection between online and offline spaces. A companioTable of ContentsForeword: Layering Life Into Literacy, Jennifer Rowsell. Chapter 1: Introduction: Integrating Virtual and Traditional Learning—The Online-Offline Connection Technology and the Classroom. Chapter 2: A View From Inside the Fishbowl: A Culture of Layered Understandings. Chapter 3: Teaching, Assessment, and Layered Literacies. Chapter 4: Making Classroom Material Relevant Through Layered Experiences. Chapter 5: Layering the Classroom Experience. Chapter 6: Creating a Rhythm-Based Culture That Layers Approaches to Bridging In- and Out-of-School Practices. Chapter 7: But the Internet Is Down! Layering Literacies With (and Despite) Technology in the Classroom . Chapter 8: Rethinking Classroom Learning: Affordances of Technological Change and Opportunities for Inspired Pedagogy. Afterword, Bill Cope and Mary Kalantzis

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Book SynopsisWhat links Cinderella to Harry Potter? What can The Simpsons teach us about character creation? What is the False Horizon moment? What are the two classic openings and five effective endings of a newspaper story? Aimed at primary and early secondary school teachers, Tricks of the Writer's Trade uses a simple, straightforward and highly-entertaining method to reveal a myriad of writing approaches, from basic story structure through to advanced scriptwriting, and the techniques used by professional writers and journalists.Covering fiction and non-fiction writing, chapters include guidance on: Story structure Creating characters Persuasive writing Informative writing Scriptwriting Writing techniques By following its step-by-step approach and using the resources and materials provided, teachers can engage their pupils, improve their writing skills dramaticallTable of ContentsIntroduction: Good writing – the common threads between fiction and non-fiction; How to use the modules and materials. Fiction: 1. Basic Story Structure 2. Basic Back Story + First Exercise in Writing 3. How to Get Ideas for Stories 4. Creating Believable Characters 5. Writing a Story 6. Rewriting. Non-Fiction: 7. Non-fiction writing – an overview 8. Writing to Inform / Journalism 9. Persuasive writing I – the Poster 10. Persuasive writing II – the Essay. Fiction - Advanced: 11. Advanced Character Creation 12. Advanced Structure 13. Scriptwriting 14. Advanced Scriptwriting. Non-Fiction - Advanced: 15. Advanced Non-Fiction Techniques.

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Book SynopsisThe Art of Teaching Science emphasizes a humanistic, experiential, and constructivist approach to teaching and learning, and integrates a wide variety of pedagogical tools. Becoming a science teacher is a creative process, and this innovative textbook encourages students to construct ideas about science teaching through their interactions with peers, mentors, and instructors, and through hands-on, minds-on activities designed to foster a collaborative, thoughtful learning environment. This second edition retains key features such as inquiry-based activities and case studies throughout, while simultaneously adding new material on the impact of standardized testing on inquiry-based science, and explicit links to science teaching standards. Also included are expanded resources like a comprehensive website, a streamlined format and updated content, making the experiential tools in the book even more useful for both pre- and in-service science teachers.SpecTable of ContentsPart 1. The Art of Teaching Science Chapter 1. The Art of Teaching Science: A Reconnaissance Chapter 2. Science for All Chapter 3. Facilitating Science Learning Part 2. The Goals and the Curriculum of School Science Chapter 4. On the History of Science Education Chapter 5. Science in the School Curriculum Chapter 6. Science, Technology and Society (STS) in the Science Classroom Part 3. Connecting Theory and Practice in Science Teaching Chapter 7. How Adolescents Learn Science Chapter 8. Models of Science Teaching Chapter 9. Designs for Learning Part 4. Strategies of Science Teaching Chapter 10 . Assessing Active Science Learning Chapter 11. Strategies Fostering Thinking in the Science Classroom Chapter 12. The Internet: Learning Science with Online Resources Appendix A: Science Curriculum Developers Appendix B: Professional Societies and Organizations Appendix C: Science Equipment and Computer Software Suppliers Appendix D: Science Teacher Talk Questionnaire Notes Index

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Book SynopsisA little girl gets a doll that turns out to be twice as rambunctious as her owner.

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Book SynopsisThis unique volume returns in its second edition, revised and updated with the latest advances in problem solving research. It is designed to provide readers with skills that will make them better problem solvers and to give up-to-date information about the psychology of problem solving. Professor Hayes provides students and professionals with practical, tested methods of defining, representing, and solving problems. Each discussion of the important aspects of human problem solving is supported by the most current research on the psychology problem solving. The Complete Problem Solver, Second Edition features:*Valuable learning strategies;*Decision making methods;*Discussions of the nature of creativity and invention, and*A new chapter on writing. The Complete Problem Solver utilizes numerous examples, diagrams, illustrations, and charts to help any reader become better at problem solving. See the order form for the answer to theTrade Review"...Hayes' style is engaging; he can write not to impress but to teach. Difficult concepts are explained well and concrete examples abound."—CHOICE"...I found much to recommended in the book. The writing is clear and to the point, with a pleasant humor. The examples are generally excellent....Hayes's involvement in much problem solving and creativity research makes these chapters particularly interesting."—Contemporary Psychology"Both educational and entertaining; this book is a worthwhile acquisition for any library."—Library Journal"...everything you've ever wanted to know about the subject."—The Learning Bulletin"Dick Hayes has been a pioneer in showing how to use the new insights of cognitive psychology to teach the skills of problem solving. His book, The Complete Problem Solver, is an exceptionally effective guide for anyone wishing to improve his or her problem solving abilities on the basis of sound and proven psychological principles. The reader gets the additional bonus that the book is not only instructive; it is interesting."—Herbert A. SimonCarnegie-Mellon UniversityTable of ContentsContents. Part I: Problem Solving Theory and Practice.Understanding Problems: The Process of Representation. Writing and Problem Solving. Part II: Memory and Knowledge Acquisition.The Structure of Human Memory. Using Memory Effectively. Learning Strategies. Part III: Decision Making.Getting The Fact Straight: Making Decisions in a Complex World. The Luck of the Draw: Dealing with Chance in Decision Making. Cost-Benefit Analysis. Part IV: Creativity and Invention.Cognitive Processes in Creative Acts. How Social Conditions Affect Creativity.

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Book SynopsisThis text engages preservice and practicing teachers in considering some of the complex issues related to religion and teaching that all educators face in their interactions with students, parents, administrators, and fellow teachers. The questions are not just about what is legal and what is not, but how a teacher should act in the best interests of all students, both those who are religious and those who are not. This book does not provide answers. Its goal is to cause readers to reflect deeply on issues related to their professional decisions and actions regarding religion and teaching. Religion and Teaching is pertinent for all prospective and practicing teachers at any stage in their teaching careers. It can be used in any undergraduate or graduate course that addresses issues of religion and teaching.  Trade Review"These reviewers recommend the text for courses in teacher education or educational administration, as it will benefit the preservice or practicing teacher who wants to understand more deeply the place of religion in public education and the diverse positions that make up the current conversation."--Brandon Sams, Educational Studies (2009), 45:6, 589-591Table of ContentsContents: Series Preface. Preface. Part I: Case Studies and Reactions. Part II: Public Arguments. Part III: A Final Argument, and Some Suggestions and Resources for Further Reflection.

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Book SynopsisThis volume brings together evidence-based approaches to interdisciplinary language arts and science instruction. Firmly grounded in the research showing cognitive parallels between the two subjects, and reflecting the many recommendations in recent years for using interdisciplinary instruction at the elementary level, its goal is to help teachers effectively use this kind of instruction in elementary classrooms. The book is organized around three themes:*Introduction to Interdisciplinary Science and Language Arts Instruction;*The Influence of Interdisciplinary Science and Language Arts Instruction on Children’s Learning; and*Research on Preparing Elementary Teachers to Use Interdisciplinary Science and Language Arts Instruction Each chapter summarizes the research on its focal topic. Examples of research applied to practice, and questions and prompts for discussion and reflection help readers apply what they are reading in their own classroom contexts. TTable of ContentsContents: Preface. Part I:Introduction to Interdisciplinary Science and Language Arts Instruction.V.L. Akerson, T.A. Young, Why Interdisciplinary Language Arts and Science Instruction? J.C. Richards, Interdisciplinary Teaching: History, Theory, and Interpretations. T.D. Sadler, Sociocultural Perspective on Scientific Literacy and Learning Science. Part II:The Influence of Interdisciplinary Science and Language Arts Instruction on Children's Learning.J.A. Morrison, Teachers’ Use of Science Notebooks to Assess Understanding of Science Concepts. D.T. Crowther, J.R. Cannon, Using the THC Model of Science Investigation and Science Notebooking in Elementary and Middle-Level Science Classrooms. D.A. Powell, R.J. Aram, Children Publish in Science as a Way of Knowing. D. Crowther, M. Robinson, A. Edmundson, A. Colburn, Preparing English Language Learners in the Science Classroom. C. Gile, Inquiry Curriculum in the Primary Grades. Part III:Research on Preparing Elementary Teachers to Use Interdisciplinary Science and Language Arts Instruction.W.P. Bintz, S. Moore, Using a Literature-Based Text Cluster to Teach Science. J.C. Richards, K.T. Shea, Interdisciplinary Teaching in the Primary Grades: Preservice Teachers’ Dilemmas and Achievements Connecting Science, the Arts, and Reading. J.A. Morrison, Using Science Notebook Writing to Promote Preservice Teachers’ Understanding of Formative Assessment. I. Graves, T. Phillipson, Using Critical Literacy in the Science Classroom. S.J. Britsch, D.P. Shepardson, CLASP: An Approach to Helping Teachers Interpret Children’s Science Journaling. L.Y. Lu, Semiotics for Integrating Geosciences Into Literacy in Teacher Education. V.L. Akerson, Using Action Research Projects to Help Preservice Elementary Teachers Effectively Use Interdisciplinary Language Arts and Science Instruction.Part IV:Conclusions and Recommendations. V.L. Akerson, T.A. Young, What Do We Know From Our Research? What Do We Still Need to Know? Conclusions and Recommendations.

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Book SynopsisThis book explores issues related to the use of technologies to support young second-language learners and looks at promising areas for research, design, and development. Grounded in a sociocultural theoretical framework, it invites educators, researchers, and educational technology developers to consider a range of social and cultural factors in utilizing technology as a tool to help children from diverse linguistic and cultural backgrounds develop their English-language and reading skills. A major contribution is the authors' consideration of ways that technology outside of school can benefit these students' English-language development in school. The central chapters are counter pointed by invited reflections that bring to the discussion different, yet complementary, perspectives from notable scholars in the field of second-language literacy and learning.Technology-Mediated Learning Environments for Young English-Language Learners is targeted to researchers, educatoTable of Contents@contents: Selected Contets:Preface and AcknowledgmentsList of ContributorsCHAPTER 1: Introduction: Technology-Based Learning Environments for Young English Learners In and Out of School (Leann Parker, University of California, Berkeley) CHAPTER 2: Technology and Literacy Development of Latino Youth (Richard Duran, University of California, Santa Barbara) REFLECTION: Literacy and English Learners: Where Does Technology Fit? (Robert Rueda, University of Southern California)CHAPTER 3: Technology, Literacy, and Young Second Language Learners: Designing Educational Futures (Jim Cummins, University of Toronto) REFLECTION: Rules of Engagement for Achieving Educational Futures (Olga A. Vasquez, University of California, San Diego)CHAPTER 4: Developing New Literacies Among Multilingual Learners in the Elementary Grades (Jill Castek, Donald J. Leu, Jr., Julie Coiro, Mileidis Gort, Laurie A. Henry, and Clarisse O. Lima; University of Connecticut) REFLECTION: Integrating Language, Culture, and Technology to Achieve New Literacies for All (Bridget Dalton, Center for Applied Special Technologies, Inc.)CHAPTER 5: Technology and Second Language Learning: Promises and Problems (Yong Zhao and Chun Lai, Michigan State University) REFLECTION: Technology and Second Language Learning: Current Resources, Tools and Techniques (Gary A. Cziko, University of Illinois at Urban-Champaign)CHAPTER 6: Technology in Support of Young English Learners In and Out of School (Leann Parker, University of California, Berkeley) REFLECTION: ELLS and Technology: Transforming Teaching and Learning (Carla Meskill, State University of New York at Albany) CHAPTER 7: Technology Opening Opportunities for ELL Students: Attending to the Linguistic Character of These Students (Eugene E. Garcia, Arizona State University)CHAPTER 8: Conclusion: Reflecting on Technology and Young English Learners (L. Leann Parker, University of California, Berkeley)Author IndexSubject Index

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Book SynopsisThis work describes a creative and effective teaching practice in multiage elementary classrooms, one that integrates challenging academics with personalized teaching and learning.Table of ContentsPart 1 Introduction Part 2 Part One: Teaching and Learning in the Multiage Intermediate Classroom Chapter 3 Chapter 1: The Lincoln Community School Chapter 4 Chapter 2: Academic Development in the Multiage Intermediate Classroom Chapter 5 Chapter 3: Social Development in the Multiage Intermediate Classroom Chapter 6 Chapter 4: Multiage Language Arts Chapter 7 Chapter 5: Multiage Social Studies Chapter 8 Chapter 6: Multiage Science Chapter 9 Chapter 7: Multiage Mathematics Chapter 10 Chapter 8: Home, Architecture, and Structure: An Integrated Unit Part 11 Part Two: The Benefits of the Multiage Classroom Chapter 12 Chapter 9: The Personal and Social Benefits of Multiage Elementary Classrooms Chapter 13 Chapter 10: The Academic Benefits of Multiage Classrooms Part 14 Part Three: Succeeding at Multiage Teaching Chapter 15 Chapter 11: Multiage Classrooms and State Standards and Testing Chapter 16 Chapter 12: Becoming a Multiage Teacher Chapter 17 Chapter 13: Multiage Classrooms in the Twenty-First Century Part 18 Index Part 19 About the Authors

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Book SynopsisSpeaking, Listening and Understanding is a practical resource packed full of games to improve young childrenâs communication skills. The second edition of this bestselling resource contains a programme of games and activities to foster the speaking, listening and understanding skills of children aged from 5 to 7 years. The book seeks to address language and communication difficulties for primary-aged children by providing a range of fun and engaging activities. Suitable for whole classes or small groups of children, the activities focus on both understanding and using language in areas such as following instructions, thinking skills, inference, describing, narrating and playing with words.Features include: 160 games and activities which are differentiated by stages and levels of ability; A clear aim, equipment list and instructions for each activity; Photocopiable templates for ease of use; Supplementary resource sheets including pictures and scripTable of ContentsPart 1: Understanding Spoken Language Following Instructions Developing Vocabulary Getting the Main Idea Thinking Skills Drawing Inference Part 2: Using Spoken Language Describing Explaining Narrating Predicting Playing with Words Part 3: Teaching Resources

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Book SynopsisMusical Children: Engaging Children in Musical Experiences, Second Edition, is designed for students majoring in early childhood or elementary education, or music education. It highlights the important role music plays in a child's education and life, offering a practical resource for bringing together music and young children during these important early years. Thirty-seven engaging musical experiences help pre-service and in-service teacherssome who may only have a limited background in musiclearn how to make music a part of their students' daily lives, with strategies that are ideal both in and out of the classroom. Musical Children is an invaluable guide to assist teachers in engaging children in meaningful, joyful, and playful musical experiences. NEW to the second edition: The 2014 National Core Music Standards Updated and expanded prekindergarten chapter Greater focus on music fundamentals ExpansioTable of ContentsSECTION I: Music Learning and Young Children / Chapter 1: Young Children and Music: The Prekindergarten Years / Chapter 2: Young Children and Music: The Primary Grades / Chapter 3: Introduction to the Elements of Music: Developing Concepts about Music / Chapter 4: Reaching All Learners through Music/ Chapter 5: Curricular Integration and Approaches / SECTION II: Teaching Music in the Prekindergarten and Primary Grades / Chapter 6: Sharing Music in the Prekindergarten Years / Chapter 7: Teaching Music in the Primary Grades / SECTION III: Collection of Songs for Classroom Music / SECTION IV: APPENDICES / Appendix A: Collection of Rhymes, Finger Plays, Chants, and Poems / Appendix B: Resources for Classroom Music / Appendix C: Reference Material for Music Fundamentals / Appendix D: Introduction to the Soprano Recorder, Autoharp®, Chromaharp®, and QChord® / Appendix E: Songs to Read, Sing, and Play / Glossary / Classified Index / Subject Index / Music Index

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Book SynopsisYou've heard of Little Red Riding Hood now meet her cousin, Ruby Red, who makes the same journey through the forest to visit her granny. However, Ruby Red's story takes a strange turn when she also meets a wolf in the forest. In grave danger, lost in the dark forest and sick from eating poisonous berries, Ruby learns the importance of listening to her parents, keeping her promises and not judging everyone by the actions of one member of a group.Join Ruby on her journey as she writes the story of her meeting with the wolf and as she learns with the assistance of the wolf and Punctua, the Fairy Godmother of Writing, to punctuate properly and become a bestselling author.Descriptosaurus Punctuation in Action Year 3: Ruby Red is part of a short series of age-specific, beautifully illustrated stories that can be read for pleasure and/or used as a contextualised resource, containing a step-by-step guide to teaching punctuation. The characters from each story are used Table of ContentsAcknowledgements Introduction PART A – THE STORY OF RUBY REDCHAPTER 1 Ruby Red CHAPTER 2 The Forest CHAPTER 3 The Berries CHAPTER 4 The Wolf PART B – LEARNING PUNCTUATION WITH THE CHARACTERSCHAPTER 5 Meet the Characters Section 1: Ruby Section 2: Mr. Wolf (Lord of Lupus Forest) Section 3: Punctua (Fairy Godmother of Writing) CHAPTER 6 Editing a Story Section 1: Writing and Editing Tips Section 2: Sentences Section 3: Comma Splicing CHAPTER 7 Capital Letters Section 1: Beginning of a sentence/names of people Section 2: Names of places Section 3: Days of the Week & Months of the Year Section 4: Capital Letters Editing Checklist CHAPTER 8 Question Marks CHAPTER 9 Exclamation Marks CHAPTER 10 Inverted Commas (Speech Marks) Section 1: When and How to Use Section 2: How to punctuate inside the Speech Marks CHAPTER 11 Apostrophes Section 1: Possession Section 2: Plural nouns ending in ‘s’ Section 3: Singular nouns ending in ‘s’ Section 4: Contraction/missing letters Section 5: It’s/its; they’re/ their; you’re/your Section 6: Editing Checklist CHAPTER 12 Commas Section 1: Commas in a list Section 2: To make the meaning clear Section 3: To separate parts of a sentence APPENDIX:Checklist: Ruby’s Editing Checklist – Level 1 Checklist: Ruby’s Editing Checklist – Level 2 Lord Lupus’ Challenge: Correct the errors in the passage Certificate: Editing Level 1 Certificate: Editing Level 2

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Book SynopsisFor effective use, this book should be purchased alongside the storybook. Both books can be purchased together as a set, Feel, Think and Do with Ruby, Rafa and Riz: A Storybook and Guide for Understanding Behaviour and Emotions, 978-1-032-05939-6.Written as the adult accompaniment to the Feel, Think and Do with Ruby, Rafa and Riz storybook, this resource explores behaviour with strategies for supporting children who struggle to manage their responses and behaviours; and the role of the adult in recognising signs, de-escalation, connection and reflection. Designed to assist adults in introducing children to their inner world and connecting that world to the world around us in an emotionally safe space, this guidebook contains six sessions that can be delivered to children in a large group, as a class, in smaller groups or individually. These sessions provide the context and landscape of theTrade Review"The 'Ruby, Rafa and Riz' story book and the 'Understanding behaviour and emotions' guide for teachers together provide a valuable resource for promoting children's healthy social and emotional development. In a warm and engaging way, teachers are encouraged to think about and explore with children the subtle links between their emotions, thoughts and behaviour. The relationship-based activities enable children to reflect on the challenges of their everyday family and school lives and develop strategies to manage them more positively. All children can benefit from this approach, but troubled children in particular would benefit from the extra help and confidence that this theoretically driven but practical resource can offer, in order to enjoy learning, build positive relationships and fulfil their potential."Emeritus Professor Gillian Schofield, University of East Anglia, UKTable of Contents1. Similarities and Differences 2. Ruby’s Story 3. Rafa’s Story 4. Riz’s Story 5. How Am I Feeling and What Am I Thinking 6. The Imaginary Iceberg 7. That’s Not Me

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Book SynopsisFor effective use, this book should be purchased alongside the guidebook. Both books can be purchased together as a set, Feel, Think and Do with Ruby, Rafa and Riz: A Storybook and Guide for Understanding Behaviour and Emotions, 978-1-032-05939-6.This childrenâs storybook tells the story of Ruby, Rafa and Riz as each child has an experience that affects them â unkind friendship, the death of a pet, a bullying family member and coercive peers. Their teacher, who knows nothing of these events, notices the behaviour of each child which leads to him asking how they are feeling and what they are thinking, enabling each child to talk about their emotions and so helping the adult to understand their behaviour.In a clever and enjoyable way, the stories of Ruby, Rafa and Riz lead children through scenarios that introduce ideas key to developing childrenâs understanding and security such as the: knowledge that behaviour is a response to feelings and thoughts understanding that these feelings and thoughts are a response to the external world insight into how thoughts and feelings are hidden unless shared; and the empowerment to share their emotional context with trusted adults, explaining their behaviour â both to others and themselves. When used alongside the practical guidebook, this unique and engaging story enables all those working directly with children to support their development, allowing children to become strong enough and secure enough to meet the challenges of life and learning.Trade Review"The 'Ruby, Rafa and Riz' story book and the 'Understanding behaviour and emotions' guide for teachers together provide a valuable resource for promoting children's healthy social and emotional development. In a warm and engaging way, teachers are encouraged to think about and explore with children the subtle links between their emotions, thoughts and behaviour. The relationship-based activities enable children to reflect on the challenges of their everyday family and school lives and develop strategies to manage them more positively. All children can benefit from this approach, but troubled children in particular would benefit from the extra help and confidence that this theoretically driven but practical resource can offer, in order to enjoy learning, build positive relationships and fulfil their potential."Emeritus Professor Gillian Schofield, University of East Anglia, UKTable of ContentsRuby, Rafa and Riz: Understanding Behaviour and Emotions

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Book SynopsisFor effective use, this book should be purchased alongside the storybook. Both books can be purchased together as a set, My Brilliant Brain: A Storybook and Guide for Understanding Anxiety and Implementing Self-Calming, 978-1-032-06903-6.This resource uses simple yet effective shared language for adults and children, allowing them to talk about anxiety, and taking away the shame and blame that children may experience in response to these emotions. It encourages sharing, allowing the feelings of worry and anxiety to become normalised and the child to feel more in control.Full of activities and experiential learning for individual children, groups or classes, this guide covers topics such as: The brain, the amygdala, what anxiety is and how it is normal. Demonstrating and modelling calm, even if you are not, to help reassure and protect the children under your care. Self-calming activities and strategies. Being a Child Trade Review"Aimed at upper primary and lower secondary aged children, Myg and Me enables positive conversations about anxiety. Split into six easy to follow sessions which work well one-to-one or in small groups, this beautifully illustrated resource offers activities that are explained clearly and simply without compromising on facts, giving useful suggestions to help children manage their own anxiety. I recommend Myg and me as a practical, engaging, and clear resource to anyone who wants to support children to develop an understanding of their emotions and how to manage them." Heather Rowlands, Peacemakers Table of ContentsThis set contains: Myg and Me – an illustrated storybook that introduces Myg the Amygdala within the context of ‘my brilliant brain’ – giving children usable knowledge to help them understand just what happens when they feel anxious, where anxiety comes from, how it feels and, crucially, that we can take control if we need to and want to. Anxiety and Self-Calming: A Practical Resource – this is for use with teachers, support staff and all those working directly with children. It contains details of sessions that can be used in individual, group or whole class settings and explains how anxiety can affect learning and socialisation. This is combined with clear guidance on approaches to support children and is filled with discussions, activities and experiential learning for individual children, groups or classes.

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Book SynopsisFor effective use, this book should be purchased alongside the guidebook- Guide for Safeguarding and Supporting Childrenâs Right to Feel Safe. Something has happened to Joe. Now he doesnât feel safe; he feels sick, wants to cry and canât even concentrate on his computer games. This carefully and sensitively written storybook has been created to enable conversations around safeguarding, teaching children about their right to feel safe, and what to do if, like Joe, they ever need help. With colourful and engaging illustrations, the story offers opportunities for discussion throughout, using Joe as a tool to help children understand their difficult feelings, who they can go to for help, and what they can do when it feels like nobody is listening.This storybook: Teaches children about the right to feel safe, the safety continuum, networks of support and persistence Offers advice that can be used by children in any situation, from disclosing abuse to talking about smaller worries Can be used with both primary and lower-secondary aged pupils as a whole class, in small groups or in one-to-one sessions Designed to be used alongside the professional guidebook, A Practical Resource for Supporting Childrenâs Right to Feel Safe, this is an essential tool for teachers, support staff and other professionals who want to teach children that being safe from harm is the most important right they have, and that the trusted adults around them will always take action to believe and protect them.Trade Review"Something Has Happened is a valuable and practical safeguarding resource for all professionals who work with children. It covers key themes about feeling and being safe in a detailed, yet engaging, way. The reading book can be used as a standalone resource with clear language and charming illustration, but when combined with the lesson plans and resources it becomes an even more powerful tool to empower children to recognise their own feelings of safety or otherwise and to act upon those feelings appropriately to safeguard themselves.Staff are clearly guided through the lesson plans, with suggestions of appropriate language to use to draw out the main protective behaviours themes and useful photocopiable resources are provided. The fact that we never learn what Joe's "worry" is helps to make the resource universal - it can be used in the curriculum to support children with common worries, through to things that require an "Early Help" approach with other agencies, through to serious disclosures of abuse and neglect. Giving children the language and permission to talk about their worries in this way is both powerful and positive."Jo Perrin, Lead Safeguarding Adviser, Services For EducationTable of ContentsSomething Has Happened

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Book SynopsisYoung children face daily challenges that require them to cope with stressful situations. Some of these challenges may seem trivial to adults, but to young children unable to regulate their own emotions, they can be problematic. The Building Conceptual PlayWorlds for Wellbeing set, comprising of a story book and companion guide is for use with children aged between 4 and 8 and is a conversation point for educators and parents to open discussions with young children about managing their emotions and coping with problems. In the vibrant and accessible The Lonely Little Cactus storybook, children are introduced to a cactus that feels lonely living in the desert. Through a series of colourful interactions with desert dwellers, the little cactus learns strategies to cope with feelings of loneliness. Both entertaining and educational, the story showcases an array of coping strategies and encourages the reader to try various approaches to managing difficult situations and find strategies that best work for them. The accompanying guidebook uses the evidence-driven Conceptual PlayWorlds model of intentional teaching developed by Professor Marilyn Fleer to provide supporting classroom- or home-based activities to help children aged between 4 and 8 solve challenges and learn wellbeing concepts through play. Offering imagery-rich scenarios including 20 unique activities, children have an opportunity to experientially grasp wellbeing concepts that can be otherwise difficult to explain. This resource book guides educators through a range of wellbeing activities including: Identifying feelings Coping (social support, problem solving, and self-regulation) Friendships (relationship building, working together, time with friends, social skills) Positive emotions (happiness, joy, doing something you love, enjoyment, fun) Relaxation strategies Belonging and inclusion (working together, collaboration, joining in play, including others) Offering a unique opportunity for children to learn about psychological strategies while being engaged in a beautiful narrative and visually captivating illustrations, this set is the ideal resource for educators, support staff, practitioners and parents looking to help children understand and manage their feelings.

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Book SynopsisAlso available to purchase as part of the Thought Bubbles set, offering four stories and a practitioner guidebook [978-0-367-61274-0]Johan, Hana, Ratheena and Sami have found some magical wellington boots. When they put them on, they are transported to wonderful and comforting places, and even through time. Where will they take you?With growing concerns around mental health, and in the wake of a period of uncertainty and change, it is more important than ever to pay attention to how young children express their emotions and to teach them to articulate their thoughts in a healthy way. This beautifully illustrated picture book has been created to inspire conversations about safe spaces, helping practitioners assess a child's mental health competency and helping the child visualise a place to which they can escape when they feel anxious and upset.When it comes to child and adolescent mental health issues, prevention and early intervention are Table of ContentsA Place of My Own

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Book SynopsisThe characters in this book communicate in different ways. Can you work out what they mean through their voices, gestures and expressions?With growing concerns around mental health, and in the wake of a period of uncertainty and change, it is more important than ever to pay attention to how young children express their emotions, and to teach them to articulate their thoughts in a healthy way. This beautifully illustrated picture book has been created to teach children about the importance of communication, both in finding their own voice' and listening to others, however they communicate. By demonstrating how easy it can be to interpret a non-verbal communication system, it encourages children to notice and talk about non-verbal cues, giving them the opportunity to actively listen and reassuring them that they will be listened to.When it comes to child and adolescent mental health issues, prevention and early intervention are key. The serve and return' format of this bTable of ContentsA Voice of My Own

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Book SynopsisEverybody is busy, busy, busy. They have no time to stop and listen to each other. With some hard work and patience, the children create a meal that their whole community can enjoy, finding friendship along the way.With growing concerns around mental health, and in the wake of a period of uncertainty and change, it is more important than ever to pay attention to how young children express their emotions, and to teach them to articulate their thoughts in a healthy way. This beautifully illustrated picture book has been created to help children understand the importance of having someone to listen to you. Children are encouraged to think about how characters might be feeling at different points in the story and think about what makes the characters feel valued.When it comes to child and adolescent mental health issues, prevention and early intervention are key. The serve and return' format of this book provides a virtual space where children can explore thoughts and feelTable of ContentsSomeone to Listen

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Book SynopsisIt's the Queen's birthday, and the children must work together to create the most amazing machine a machine that can create 100 apple crumbles by the afternoon tea party.With growing concerns around mental health, and in the wake of a period of uncertainty and change, it is more important than ever to pay attention to how young children express their emotions, and to teach them to articulate their thoughts in a healthy way. This beautifully illustrated picture book helps children understand the journey' in thinking, exploring the ways in which collaborating, experimenting and changing ideas can open new possibilities. By learning to reframe their memories, children learn that change and transition don't have to be bad things.When it comes to child and adolescent mental health issues, prevention and early intervention are key. The serve and return' format of this book provides a virtual space where children can explore thoughts and feelings, teaching them to be resilieTable of ContentsMemories of Change

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Book SynopsisTo get the full Being With Our Feelings experience, this book can be purchased alongside the guidebook. All books can be purchased together as a set, Being With Our Feelings: Guidebook and Four Storybooks Set, 978-0-367-77231-4.This colourful, engaging, gender neutral story, introduces the reader to a child overwhelmed with all of life's choices. Should they sit with their friends or befriend someone new? Should they share what they know or keep it to themselves? Should they listen to their heart or follow the crowd?Written with honesty and a clear youth voice, I Just Can't Decide!: looks at the challenge of making choices champions the courage to make your own choices promotes listening to your heart, intuition and body, in addition to your mind teaches children about conscious behaviour and self-reflection explores ideas of integrity, valuTrade Review‘Immensely appealing…’ Adrian Bethune, Author of Wellbeing In The Primary Classroom, Education Policy Co-Lead at The Mindfulness Initiative, Teacher and founder of Teachappy. ‘Vivid illustrations and wonderful poetry’ Adrian Bethune, Author of Wellbeing In The Primary Classroom, Education Policy Co-Lead at The Mindfulness Initiative, Teacher and founder of Teachappy. ‘I love these books! The stories and illustrations are just beautiful.’ Penny Whelan, SENCO, Luton. ‘Beautifully illustrated.’ Andrew Cowley, Wellbeing Speaker and Writer, author of ‘The Wellbeing Toolkit’ and ‘The Wellbeing Curriculum’. ‘The Red String…will resonate with any young person who has felt a build up of emotion.’ Andrew Cowley, Wellbeing Speaker and Writer, author of ‘The Wellbeing Toolkit’ and ‘The Wellbeing Curriculum’. ‘Written with a strong youth voice element running through.’ Sharon Mee, Creativity and Wellbeing in Education Developer, CEO and Founder of Artpod and Melting Pot - Arts and Wellbeing in Education, Sussex and South East. ‘Unique and very honest.’ Sharon Mee, Creativity and Wellbeing in Education Developer, CEO and Founder of Artpod and Melting Pot - Arts and Wellbeing in Education, Sussex and South East. ‘Love the gender neutral characters…Fabulous!’ Gaynor Price, SEMH Advisory Teacher, City of Birmingham School. Table of ContentsI Just Can’t Decide!: Exploring the Challenge of Making Choices

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Book SynopsisTo get the full Being With Our Feelings experience, this book can be purchased alongside the guidebook. All books can be purchased together as a set, Being With Our Feelings: Guidebook and Four Storybooks Set, 978-0-367-77231-4.Using a red string as a metaphor for the energy of strong feelings, this beautifully written storybook is a journey of the physical sensations of anger as it runs through the characterâs body - making them want to punch as it gets into their arms, kick and stomp as it travels down their legs and scream out hateful things as it wraps itself around their heart.Full of relatable and easy to understand scenarios, The Red String: has a gender neutral central character helps children to identify powerful feelings like anger and recognise their possible effects introduces the strategy of allowing the energy of strong feelings to âdanceâ in our body, instead of letting them control our thoughts and behaviour enables children to begin to accept strong feelings such as anger, without shame or judgment ends with a mindful reflection, to help children explore and be with their feelings. Strong feelings can be overwhelming and consuming. This book is essential reading for teachers, parents, or anyone working with young people who wishes to help children understand, embrace and cope with powerful feelings such as anger, in a healthy way.Trade Review‘Immensely appealing…’ Adrian Bethune, Author of Wellbeing In The Primary Classroom, Education Policy Co-Lead at The Mindfulness Initiative, Teacher and founder of Teachappy.‘Vivid illustrations and wonderful poetry’ Adrian Bethune, Author of Wellbeing In The Primary Classroom, Education Policy Co-Lead at The Mindfulness Initiative, Teacher and founder of Teachappy.‘I love these books! The stories and illustrations are just beautiful.’ Penny Whelan, SENCO, Luton.‘Beautifully illustrated.’ Andrew Cowley, Wellbeing Speaker and Writer, author of ‘The Wellbeing Toolkit’ and ‘The Wellbeing Curriculum’.‘The Red String…will resonate with any young person who has felt a build up of emotion.’ Andrew Cowley, Wellbeing Speaker and Writer, author of ‘The Wellbeing Toolkit’ and ‘The Wellbeing Curriculum’.‘Written with a strong youth voice element running through.’ Sharon Mee, Creativity and Wellbeing in Education Developer, CEO and Founder of Artpod and Melting Pot - Arts and Wellbeing in Education, Sussex and South East. ‘Unique and very honest.’ Sharon Mee, Creativity and Wellbeing in Education Developer, CEO and Founder of Artpod and Melting Pot - Arts and Wellbeing in Education, Sussex and South East.‘Love the gender neutral characters…Fabulous!’ Gaynor Price, SEMH Advisory Teacher, City of Birmingham School.Table of ContentsThe Red String: Exploring the Energy of Anger and Other Strong Emotions

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Book SynopsisRecipient of the 2022 NAGC Curriculum AwardInspire the next generation of zoologists with this 30-lesson interdisciplinary science unit geared toward second and third grade high-ability students.Using problem-based learning scenarios, this book helps students develop the vocabulary, skills, and practices of zoologists as they conduct research and solve real world problems. Students will gain an in-depth understanding of how the animal kingdom is structured, create an innovative zoo exhibit containing an entire ecosystem for a vertebrate animal of their choosing, design invertebrate animal trading cards, and much, much more. Featuring detailed teacher instructions and reproducible handouts, this unit makes it easy for teachers to adjust the rigor of learning tasks based on students' interests and needs.Aligned with Common Core State Standards for English Language Arts and Mathematics plus the Next Generation Science Standards, gifted and non-giftTable of ContentsDetailed Description of Unit Lesson 1: Examining Zoology Lesson 2: Why So Weird? Lesson 3: How to Recognize an Animal When You See One Lesson 4: People Puzzles Lesson 5: The Big Five Lesson 6: Animals that Blur the Lines Lesson 7: New Zoo for You Lesson 8: Evaluating an Ecosystem Lesson 9: How Humans Help or Hinder Habitat Health Lesson 10: An Ecosystem Stress Test Lesson 11: Predator or Prey Predictions Lesson 12: Elbow Room Lesson 13: It’s Time for Bed Lesson 14: Speed Racer or Snail Pacer Lesson 15: Show-Off or Wallflower Lesson 16: Lifespan Lineup Lesson 17: Are You Smarter Than A ….. Lesson 18: Zooming in on Zoos Lesson 19: Creating Communities Not Cages Lesson 20: Kids at Work Lesson 21: Presentations Aplenty Lesson 22: Structuring the Spineless Lesson 23: Investigating Invertebrates Lesson 24: No Spine Battle Lines Lesson 25: The Work Continues Lesson 26: The Invincible Invertebrate Lesson 27: Animal I.D. Key Lesson 28: Critiquing Your Creature Keys Lesson 29: Let’s Review Before We’re Through Lesson 30: Show What You Know Master Materials List About the Author Common Core State Standards Alignment Next Generation Science Standards Alignment

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Book SynopsisMoving from country to country is no small feat. This activity book is designed for use with children aged 6-12 to help those on the move to navigate the process of global transition smoothly. Based on the latest relocation and transition research, wellbeing boosting strategies are shared for transition and beyond.Children are introduced to mindful activities and are encouraged to use their creativity by annotating and illustrating the pages as they move through the book, allowing them to be an active participant in their move. Leaving Well Activity Book helps children to reflect on how they feel about the move, to remember other moves and understand that change is a part of life. Full of valuable strategies to boost wellbeing as they move forward, the text highlights top tips for expressing feelings that will help children prepare for departure. The book normalises mixed feelings, helping the child acknowledge their hopes and fears, and reflect on their sense of conTrade Review"The Moving On series gives all who work with children a powerful, practical tool to help them 'leave well so they can enter well'. As each book focuses on a particular stage of the moving process, children can find words and create images to express the often-paradoxical feelings any move can make. I highly recommend it!" Ruth E. Van Reken, co-author of Third Culture Kids: Growing Up Among WorldsTable of ContentsWelcomeSetting the sceneWhere are you now?Change happensMoving-on graphHow do I feel?Moving on takes GUTS2People powerLeaving things behindLightening the loadFeeling facesDraw feelings outTalk feelings outWho and how?Staying connectedWhat brings me joyWhat does my body tell me?How do I cope well?What encouraging things can I say to myself?What’s in and out of my control?Mindful colouringTake 5Thankfulness treeStand like a treeGet curiousCuriouser and curiouser...Balooning aroundGallery of StrengthsMoving on poemMoving on podiumCoping cubeAwards ceremonyMy well-wishes

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Book SynopsisThis is not your typical math book. Breaking away from the standard drill and practice routine, Try It! More Math Problems for All is the second of three collections of offbeat, open-ended math problems designed to make students excited about working through these challenging yet accessible problems.Each set of Try It! includes ten student work booklets featuring 25 illustrated problems that vary in difficulty, motivating students to think creatively on their own, or to engage in teamwork and cooperation within a group. With plenty of space for student responses and notes, these work booklets will make it quicker and easier to review student work and provide feedback. Can't get enough? Volumes 1 and 3 in the series are available at Routledge.com. A complete set of hints and solutions for all problems is found in the important teachers'' guide at www.routledge.com/9781032515694. This will&Table of ContentsPreface Try It! More Math Problems for All 1. Finding a Pair in the Dark 2. Planting Bushes in a Line 3. Dividing Land Equally 4. Choosing One for All 5. Constructing Revolutionary Equations 6. Arriving at the Same Time? 7. Getting to 50 First 8. Counting Automobiles and Motorcycles 9. Finding Pentominoes 10. Painting a Cube 11. Getting It Right 12. Passing Trains 13. Taking the Census? 14. Finding the Day of Birth 15. Folding Squares into Open Cubes 16. Using Handshakes to Find How Many 17. Counting Toothpicks 18. Getting Heads and Tails 19. Finding Area on a Grid 20. Lining Up Pails 21. Finding Prime Numbers 22. Painting a Cube… Again 23. Drawing Carefully 24. Keeping It Real 25. Finding N Coins Equal to $1 About the Author About the Illustrator

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Book SynopsisThe Social Communication Intervention Programme (SCIP) is an evidence-based intervention developed to support school aged children (6-11 years) with persistent social communication, pragmatic and language needs. The Social Communication Intervention Programme Manual and Resource provide a theoretical rationale, method and over 150 activities for providing specialist level language intervention for these children.The Social Communication Intervention Programme Manual introduces the SCIP model in which three main intervention components are defined: social understanding/social interpretation, pragmatics, and language processing. The Manual provides a theoretical rationale and a comprehensive set of instructions for a phased approach to intervention. It contains instructions on the full scope of intervention, from development of core pragmatics and social communication skills through to generalisation, including principles and therapy methods. Guidance on assessment and mapping assessment findings to individualised therapy aims is provided. A method of planning an individualised route through the intervention to match each childâs needs is described. Evidence to support the use of SCIP in practice is included.The Social Communication Intervention Programme Resource contains the full set of over 150 therapy activities arranged in a nested structure under each of the three main intervention components: social understanding/social interpretation, pragmatics, and language processing. The SCIP Planning and Record Form and Information sheets for each Section are provided. The materials needed for work on generalisation are also included. Content can also be downloaded and printed for easy use.

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Book SynopsisStorytelling and fantasy play are central to how young children make sense of their world, build relationships, and express themselves. Developed and championed by MakeBelieve Arts, Helicopter Stories is a simple yet powerful way to harness these natural impulses. Rooted in the storytelling and story acting work of Vivian Gussin Paley, and adapted for UK classrooms by theatre director Trisha Lee, this inclusive approach is now used in thousands of early years settings across the country, and increasingly in classrooms around the world.Tried, tested, and proven to have a significant impact on childrenâs literacy, communication, confidence, and social-emotional development, Helicopter Stories offers a unique combination of creativity and structure, allowing every child to become a storyteller, an actor, and an engaged member of a collaborative classroom community.This second edition of Princesses, Dragons, and Helicopter Stories provides a practical, step-by-step guide to using the approach with young children. Covering everything from introducing the idea of storytelling, to scribing childrenâs words and bringing their ideas to life through acting, this book includes: Clear guidelines for scribing stories, creating a stage, and acting out childrenâs narratives Support for exploring taboos and sensitive themes in childrenâs stories Strategies to engage children who are reluctant to speak or act Advice for supporting children with English as an Additional Language Reflections on how the approach supports holistic child development across the early years Full of real-life examples and practical ideas, and featuring a foreword by Vivian Gussin Paley, this updated edition also includes new insights, photographs, and lessons learned over a decade of practice. It is essential reading for anyone working with young children who believes in the power of stories to unlock language, imagination, and connection.

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Book SynopsisReading fiction is at the heart of our classrooms.Itâs what we love. Itâs what we want our students to loveâwhether whole class novels, book club texts, or independent choices. But to love fiction, kids need to be able to and hopefully want to read without our constant guidance and instruction. How can we coach students towards more proficient, independent practice when they read?Kate Roberts offers strategies to teach the skills students need to confidently analyze character, theme, and craftâstrategies they can repeatedly practice across time and texts. Since reading strategies alone donât help teachers or students understand the âœwhyâ and âœhow,â each strategy is anchored by: Two-page Essays in which Kate describes her thinking about the strategy and explores the human connection to it. Why does this strategy matter? How does this strategy connect to ways we can think about our own lives? Lessons that offer step-by-step ideas for teaching the skills and strategies in ways that make sense to kids. Examples of student work and ideas for feedback bring the lessons to life, while templates, tools, and graphic organizers make teaching them that much easier. The Heart of Fiction is about more than skill building. Itâs also about the conditions we can set up in our teaching to make this work stick, and for our students to truly grow into themselves as readers. Itâs about the lifeblood of our classrooms.

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Book SynopsisA national system of education cannot function without policy. But the path to practice is seldom smooth, especially when ideology overrules evidence or when ministers seek to micromanage what is best left to teachers. And once the media join the fray the mixture becomes downright combustible.Drawing on his long experience as teacher, researcher, government adviser, campaigner and international consultant, and on over 600 published sources, Robin Alexander expertly illustrates and illuminates these processes. This selection from his recent writing, some hitherto unpublished, opens windows onto cases and issues that concern every teacher. Part 1 tackles system-level reform. It revisits the Cambridge Primary Review, an evidence-rich enquiry into the condition and future of primary education in England, which challenged the UK government's policies on curriculum, testing, standards and more besides. Here the reform narratives and strategies of successive govTrade Review"I found it inspirational because, along with the disappointments and frustrations, there is another feature which shines through every page: the author’s passionate concern for the world’s children and their education. It is, above all, the record of a man who has devoted his life, whatever the difficulties, to making a difference." - Derek Gillard, ForumTable of Contents Introduction PART 1 – ABOVE THE PARAPET A tale of two reviews Health of a nation Success, amnesia and collateral damage Triumph of the eristic What works and what matters Evidence, mediation and narrative PART 2 – CURRICULUM CONVOLUTIONS Reform, retrench or recycle? Epistemic imbroglio Entitlement, freedom and minimalism Neither national nor a curriculum Beyond the reach of art True grit Curriculum capacity and leadership PART 3 – SPEAKING BUT NOT LISTENING Promise and politics of talk Evaluating dialogic teaching The unquestioned answer Dialogic pedagogy in a post-truth world PART 4 – EDUCATION FOR ALL Towards a comparative pedagogy World beating or world sustaining? Moral panic and miracle cures In pursuit of quality Bibliography

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